Biok 3
Biok 3
Biok 3
1.
Cells are basic units of living organism. They consist of cellular
components and organelles that can be seen by using
microscope.(perlis08)
6.
Problem of statement
Do cellular structures in plant cell differ from that of in
animal cell?
Hypothesis
More cellular components can be seen in plant cell
compared to animal cell.
Variables
Manipulative variable: types of cells
Responding variable: the presence of cellular components
Fixed variable: same microscope, same magnification
List of materials and apparatus
Cheek cell, onion bulb, iodine solution, distilled water,
methylene blue, a microscope, glass slide, cover slips, a
scalpel, forceps, a glass dropper, mounting needle and filter
paper.
Experimental procedure or method
1. Obtain scale leaf from union bulb.
2. Using a pair of forceps, peel off the transparent
epidermis from the inner surface of onion scale leaf.
3. Put a drop of water onto the middle of the slide and
place the epidermis on the drop of water.
4. With the help of mounting needle, cover the specimen
with cover slip
5. Add a drop of iodine solution onto one side of cover slip
2.
Page 1
Problem statement
How does the TSA/V ratio affect the rate of diffusion of the
substances?
Hypothesis
As the TSA/V ratio increases, the rate of diffusion of the
substances increases.
Variables
Manipulated : total surface area to volume (TSA/V) ratio of
the potato cube // volume of potato cubes
Responding : rate of diffusion // percentage of coloured
area
Fixed : concentration / volume of coloured water // time
taken // type of potato
List of apparatus and materials
coloured water, potato and filter paper / tissue paper, knife
/ razor blade, white tiles, forceps, stopwatch and gridded
transparency sheet, beaker
Experimental procedure and method
3
3
3
1. Potato is cut into cubes which is 1cm ,8cm ,27cm
3
and 64cm
2. Each potato cubes is placed in a beaker containing
coloured water 20 minutes
3. After 20 minutes, the potato cubes are cut into two
halves
4. The outer surface of the potato cubes are dried
using filter paper
5. The transparency sheet is placed on the top of cut
surface
6.
3.
4.
Page 2
Problem statement
What is the effect of starch concentration on the rate of
amylase reaction?
Hypothesis
The rate of enzyme reaction increases with the increase in
starch concentration(until it reaches a maximum rate)
Variables
Manipulated variable: concentration of starch suspension
Responding variable : time taken for the hydrolysis of starch
to be completed / the mixture stops turning blue black in
colour when tested with iodine solution
Constant variable : amylase / enzyme concentration //
temperature
List of apparatus and materials
amylase solution, starch suspensions at different
concentration 0.1%, 0.2%, 0.3%, 0.4%, 0.5%, 0.6%, distilled
water, iodine solution, test tubes / beakers, stop watch,
syringes, glass rods, white tile (with groove), droppers
Experimental procedure or method
1. Six test tubes are labeled A to F.
2. 5 ml of starch suspensions of different concentration
are poured into the following test tubes using different
syringes.
A:0.1% of starch suspension
B: 0.2% of starch suspension
C: 0.3% of starch suspension
D : 0.4% of starch suspension
E : 0.5% of starch suspension
F : 0.6% of starch suspension
3.
4.
Concentration
of starch (%)
Time taken
the
hydrolysis of
starch to be
completed
(min)
Rate of
enzyme
reaction =
1/time
-1
(minute )
0.1
0.2
0.3
0.4
0.5
0.6
Page 3
5.
1.
Problem statement
What is the effect of salivary amylase on rice / carbohydrate
/ starch?
Hypothesis
Enzyme amylase in the saliva hydrolyses rice / carbohydrate
/ starch into simpler molecules / reducing sugar / maltose.
Variables
Manipulated : content in the test tubes
Responding : change in colour in iodine test
o
Fixed : temperature (37 C), concentration of starch, volume
of the test tube content
List of apparatus and materials
1% starch solution, iodine solution, Benedicts reagent,
saliva, water bath, distilled water, thermometer, test tubes,
syringe, beakers, white tiles, dropper & stopwatch
Experimental procedure or method
Test tubes
Iodine test
0
1
min
minu
ute
te
2
min
ute
3
minu
te
4
min
ute
5
min
ute
Benedi
cts
test
A (1ml of
cooked
starch
solution +
Page 4
1ml of
saliva
solution)
B (1ml of
cooked
starch +
1ml of
distilled
water)
C ( iml of
saliva
solution +
1ml of
distilled
water)
6.
7.
Problem statement
What is the percentage of vitamin C content in watermelon,
orange and apple?
.
Variables
Manipulated : type of fruit
Responding variables : percentage of vitamin C
Fixed : concentration of DCPIP / volume of DCPIP
Hypothesis
Orange has the highest content of vitamin C compare to
apple and water melon.
Apparatus and materials
DCPIP solution, standard ascorbic acid, fruit juices /
watermelon juice / apple juice / orange juice, conical flask /
beaker, syringe with needle, specimen tubes
Page 5
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Procedures
Three specimen tubes is labeled as A1, A2, and A3.
Filled each specimen tubes with 1ml of 0.1% DCPIP solution
Use a syringe to take 10ml of standard ascorbic acid.
Place the syringe needle into the DCPIP solution and release the
ascorbic acid slowly into the DCPIP solution in A1.
Observe the change of DCPIP color and stop releasing the
ascorbic acid when the DCPIP become colorless / no more blue
traces.
Record the volume of ascorbic acid used to decolorised the
DCPIP.
Repeat steps 3-6 for A2 and A3 and calculate the average
volume.
Juices from each of the fruits is obtained and keep it fresh before
used.
Three specimen tubes is labeled as (B1,B2, B3, C1, C2, C3, D1, D2
and D3) and fill each specimen tubes with 1ml of 0.1% DCPIP.
Repeat the step 2-7 by using fruit juices to replace the standard
ascorbic acid.
Do not shake the bottle to prevent from DCPIP is oxidated.
Record the volume of watermelon juice, apple juice and orange
juice that discolourised the DCPIP in the table and calculate tha
average volume.
Calculate the percentage of vitamin C in each of the fruit juice
using the formula below
1. Percentage of vitamin C in fruit juice =
Type of
juices
Standard
ascorbic
acid
Apple juice
Orange juice
Watermelon
juice
8.
Juice
volume
3
(cm )
Percentage
of ascorbic
acid in
juices (%)
9.
Page 6
Problem statement
How does light intensity affect the rate of photosynthesis?
Variables
Manipulated variable: light intensity
Responding variable : the number of bubbles released
//volume of oxygen collected
Fixed variable: time taken // temperature // concentration
of carbon dioxide // concentration of sodium hydrogen
carbonate solution // size/type of plant
Hypothesis
As light intensity increases/decreases the rate of
photosynthesis increases/decreases.
List of materials and apparatus
light source/bulb, test tube, thermometer, glass filter
funnel, ruler, stop watch, measuring cylinder (if RV is
volume of oxygen collected), Elodea/hydrilla, 1% sodium
hydrogen carbonate (or any fixed concentrated) // sodium
hydrogen carbonate + distilled water, plasticine
Experimental procedure
1. The strands of Elodea/hydrilla is placed inside a glass
filter funnel.
2. The funnel is placed up side down in a 5ooml beaker
3. The beaker is placed at a distance of 50cm from the
60W bulb as a light source (any first distance)
4. The graph of the rate of photosynthesis against the light
source is plotted
5. The number of gas bubbles released in five minutes are
counted
6. Repeat experiment at the different distance / 40cm,
30cm, 20cm and 10cm.
7. Repeat experiment (for every distance) to get average
reading.
Presentation of data
Distance
from light
to plant
(cm)
10.
Light
intensity
(1/cm)
Number of
bubble
release in 5
minute
Rate of
photosynthesis
(no. of bubbles
per min)
Problem statement
Does the concentration of carbon dioxide affect the rate of
photosynthesis in aquatic plants?
Variables
Manipulated : concentration of carbon dioxide //
percentage of sodium hydrogrn carbonate solution
Responding : number of bubbles released (in five minutes)
// the rate of photosynthesis
Controlled : type of (aquatic) plant / Hydrilla sp. // volume
of (hydrogen carbonate) solutions
Hypothesis
Page 7
1
2
3
4
11.
Problem statement
Does the distance of seedlings affects the growth rate of
plants?
Hypothesis
The longer the distance of seedlings, the higher the growth
rate of plants
Variables
Manipulated variable: the distance of seedlings
Responding variables: the height of seedlings / the growth
rate of plants
Constant variable : number of seedlings / types f soil /
amount of water / light intensity / time taken
List of apparatus and materials
three planting trays / basins, meter ruler, waterproof paint,
maize seeds, water, garden soil
Page 8
Procedures
1. Three palnting trays are prepared and filled with 3 kg of
garden soil in each tray. Labeled trays as A, B and C with
water proof paint
2. 30 numbers of maize seeds are planted in tray A at a
distance of 10 cm intervals,30 numbers of maize seeds
are planted in tray B at a distance of 5 cm intervals and
30 numbers of maize seeds are planted in tray C at a
distance of 2cm intervals as shown below (not in correct
scale).
Average
heights
of
seedling
s/cm
The
grow
th
rate
of
seedl
ings
cm/d
ay
10cm (A)
5cm(B)
2cm(C)
3.
4.
5.
12.
13.
Two farmers found that the yield from their paddy plants was not
the same, even though they used the same soil, same fertilizer
and same seedlings. Farmer A planted more paddy then farmer B,
but the yield from Farmer B is more than farmer A.
Based on the above information plan a laboratory experiment to
study how the effect of distance between paddy plants can affect
the growth rate. (johor09)
Problem statement
Does the distance between the paddy plants affect the dry
mass / growth rate of paddy plants?
Variables
Page 9
8.
14.
Page 10
Problem statement
Does the change in pH affects the growth rate / the number
of Lemna minor?
Hypothesis
The growth rate of plants / Lemna minor is higher / faster /
grow better in neutral medium.
Variables
Manipulated : the changes in pH
Responding : the number of / the growth rate of plants /
Lemna minor
Constant : number of plants / Lemna minor at the beginning
of experiment / same sources of pond water / the volume of
pond water / the volume of substances / light intensity /
time taken
Lists of materials and apparatus
Lemna minor / hydrilla / pleurococcus, pond water, 0.1M
hydrochloric acid, 0.1M sodium hydroxide, distilled water,
beaker / basin / container, waterproof paint / marker pen,
measuring cylinder, dropper
Procedure
1. Three beaker / containers / basin are prepared and
filled with 500ml of pond water in each beaker /
container.
2. The beaker are labeled as A, B and C with waterproof
paint.
3. By using measuring cylinder, 10ml of 0.1M hydrochloric
acid is measured and poured into beaker A, 10ml of
0.1M sodium hydroxide solution is measured and
4.
5.
6.
7.
15.
The
growth
rate of
Lemna
minor/da
y
Problem statement
Page 11
16.
Reagent bottle
Water sample
3
4
C
D
Problem statement
What is the level of (water) pollution in different sources of
water?
Hypothesis
The methylene blue solution took the shortest time to
decolourize in .water SAMPLE ..COMPARE TO
Variables
Manipulated: source of water
Responding : the level of (water) pollution // time for the
methylene blue to turn colourless
Fixed : volume of water samples // volume of methylene
blue
List of apparatus and materials
Page 12
diagram 2
Problem statement
Does Water sampleX is most polluted compared to water
sample Y and Z?
Page 13
Hypothesis
Water sampleX is most polluted compared to water sample
Y and Z..
Variables
Manipulated : river water samples X,Y,Z
Responding : time taken for methylene blue solution to
decolourise
Fixed : volume of water sample / concentration of
methylene blue solution
List of apparatus and materials
0.1% methylene blue solution, water samples, measuring
cylinder, stopwatch, reagent bottle, collecting cup
Experimental procedure
1. Water sample are collected from three different
area by using collecting cup
2. Three reagent bottles are labeled X,Y and Z and
filled with 100ml of water sample from village X,Y
and Z respectively.
3. The tests are run for all the water samples on the
same day
4. A syringe is used to add 1ml of 0.1% methylene
blue solution to the base of each the water sample.
5. Make sure the reagent bottles are closed quickly
and placed in the dark cupboard.
6. The stopwatch is started.
7. The bottles are examined at ihour intervals.
8. The time taken for the methylene blue solution to
decolorize is recorded for all the water samples.
9. The results are recorded in the table.
Presentation of data
Water sample
X
Y
Z
Time taken for
methylene blue
solution to
decolorize/min
Level of water
pollution
18.
Page 14
2.
Problem statement
20.
Time taken
for the air
bubble to
travel for X
to Y (s)
Rate of
Transpiration
(cm/second)
Page 15
Problem statement
How does air movement affect the rate of transpiration?
Hypothesis
The higher the air movement, the higher the rate of
transpiration
Variables
Manipulated : moving air / wind
Responding : time taken by the air bubble to move a
distance of 2cm
Fixed : temperature / relative humidity / light intensity
List of apparatus and materials
leafy balsam shoot, distilled water, vaselin, capillary tube,
rubber tubing, beaker, stopwatch, fan, marker pen / thread,
tissue paper / cloth, retort stand
Experimental procedure or method
1. Cut a leafy balsam / named plant shoot slantly under
water to prevent air from entering the xylem.
2. The capillary tube and rubber tubing are filled with
water.
3. The leafy shoot is inserted into the rubber tubing under
water.
4. The leaves are wiped dry. Some vaseline is smeared
around the rubber tubing to make the apparatus
airtight.
5. The photometer is placed in a beaker of water for 5
minutes at room temperature to allow water to move
up the capillary tube.
6. The capillary tube is lifted up above the water surface
to trap an air bubble.
7. The capillary tube is placed back into the beaker of
water and kept upright using a retort stand.
8. Mark two points, P and Q at a distance of 2 cm apart on
the capillary tube.
Page 16
3
Based on information and Diagram 1, design a laboratory experiment
to determine whether the number of leaves affecting the rate of
transpiration in plants. Any common chemicals and scientific
apparatus that found in the laboratory can be used in the
experimental design.
Rate of transpiration
-1
(mms )
22.
23.
Page 17
1.
2.
3.
4.
5.
Based on the information, design an experiment to be conducted
in the laboratory to investigate the effect of the number of leaves
on the rate of transpiration in a hibiscus plant.
Problem statement
Does the number of leaves affect the rate of transpiration
(in hibiscus plant)?
Hypothesis
The more the number of leaves the higher the rate of
transpiration.
Variables
Manipulated: number of leaves / stomata
Responding : distance travelled by air bubble (in five
minutes) // the rate of transpiration
Controlled : type of (terrestrial) plant / hibiscuss // light
intensity // surrounding temperature
List of apparatus and materials
hibiscus shoot / plant, water, plasticine,ruler / weighing
balance, capillary tube + rubber tubing // photometer //
stoppered conical flask, beaker / basin, (sharp) knife,
stopwatch, string / marker pen and tissue paper / filter
paper
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Experimental procedures
Obtain a hibiscuss shoot and immediately immerse in
water.
By using a sharp knife, cut off 4 cm of the hibiscuss stem
under water.
Fill in the capillary tube with attached rubber tubing /
photometer with water.
Fix in the stem of the hibiscus shoot into the rubber
tubing / photometer. Make sure no air bubble trapped.
Immerse the capillary tube / photometer in a beaker of
water.
Wipe dry the leaves with tissue papers.
Leave the setup for 5 minutes (for the plant to adapt
with the new environment)
Lift the capillary tube from the water to trap a column
of air bubble // trap an air bubble in the capillary tube /
photometer.
Tie a string on the capillary tube to mark the nitial
position of the air bubble.
Start the stopwatch.
After 5 minutes tie another string to mark the final
position of the air bubble
Repeat step 12 to get another reading.
Measure both distances by using a ruler. Calculate the
average distance travelled by the air bubble in 5
minute. Record in a table // tabulate the data.
By using the same plant, repeat steps 7 until 13 by
removing one leave each time
Calculate the rate of transpiration.
Presentation of data
Number
Distance travelled by air
Rate of
of
bubble in 5 minutes (cm)
transpiration
leaves
First
Second average (cm minute
Page 18
reading
24.
reading
4.
5.
6.
7.
8.
Problem statement
Does temperature affect the rate of transpiration of a plant?
Variables
Manipulated : temperature
Responding : the time taken for the air bubble to move at a
distance 0f 2 cm
Fixed : type of plant / balsam plant // relative humidity / air
movement / high intensity
Hypothesis
The higher the temperature, the higher the rate of
transpiration of a plant
List of materials and apparatus
balsam plant , water , Vaseline/grease , dry cloth,
photometer, stopwatch, cutter, beaker, meter ruler, basin,
marker/ thread
Experimental procedure or method.
1. The leafy shoot is selected from plant and cut off the
shoot using a sharp knife.
2. The cut end is immediately immersed in a beaker filled
with distilled water
3. Then cut 1 cm of the bottom of the stem obliquely
under the water.
9.
10.
11.
12.
13.
14.
Presentation of data.
Temperature
Time taken for air bubble to
move a distance of 2cm (min)
1
2
3
average
o
30 C
o
33 C
Rate of
transpiration
-1
(cmmin )
Page 19
25.
Problem statement
How does the volume of water intake affect the volume of
urine released?
Hypothesis
The highest the volume of water intake, the higher the
volume of urine released
Variables
Able to list all materials and apparatus needed to carry out the
experiment successfully.
Sample answer
-
Page 20
Volume of
urine
produced
(ml)
200
1000
26.
Growth in organisms is permanent and irreversible. It involves in
an increase in the mass and size of the organism. Growth of an organism
can be measured by using certain parameter for examples heights, length,
fresh mass, dry mass and volume.(Melaka 09)
Based on the given information, design an experiment to study the
relationship between the growth of maize plants and time / days /
duration after planting at a nursery site.
Problem statement
What is the relationship between the average height /
growth rate of maize plants and time / days after planting?
Hypothesis
The longer the time / days / duration after planting, the
more the average heights / growth rate of maize plants until
they reach maturity.
Variable
Manipulated : the time / days / duration after planting
Time /
days after
planting
10
20
30
40
50
1
0
Average heights
of maize plants
(cm)
Page 21
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